Abstract:

The aim of this study is to reveal the impact of the 4+1 Planned Writing and Evaluation Model in increasing the use of the interdisciplinary subjects of students learning Turkish as a foreign language. In the study, half-experimental models of quantum research methods were used. The research was carried out with 20 Syrian experiments and 20 control group students who learned Turkish in B2 and C1 courses in Kilis TOMER according to the standard sample. Writing courses are processed according to the 4+1 Planned Writing and Evaluation Model in the experiment group, and in the control group according to the Kilis TÖMER program. The application of the data in a 12-week study was collected with the "Compatibility Assessment Form" created using the criteria "Types of Compatibility" prepared by Bae (2001). In the analysis of the data, the percentage (%), the frequency (f) and the average were used. In this context; the frequency and percentage of students using the consistency tools through quantitative assessment was revealed by the study of the preliminary and final test data obtained from the student compositions. The results from the study found that according to the pre-test data of the students in the experiment group, the average number of consistency instruments per paper was 37.2 (27.60%), and the students in the control group were 39.4 (29.8%). In recent test data, this ratio has increased to 52.2 (%27.01) for the test group and 44.8 (%24.68) for the control group. According to the study, Turkish students have found that they use the interdisciplinary objects in written narrative products, but the applicable 4+1 Planned Writing and Evaluation Model has increased the rates of students using the interdisciplinary objects.

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